Coastal Plains RESA
Assessment Literacy: Formative Instructional
Practices
March 27, April 23, April 30, May 7
Session One: Modules 1 & 2
Session Two: Module 3
Session Three: Module 4
Session Four: Module 5
Norms
 Be on time.
Place cell phones on silent.
Actively listen and participate.
Limit sidebar conversations (take notes to discuss later).
 Assume good will and positive intent.
 Observe the work time limit.
 Use electronic devices for group work only.
End on time.
Clean your work area.
Laugh often. Celebrate success!
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Collecting and Documenting Evidence
Agenda
 Establish Norms
 Set Learning Targets
 Key Terms Task
 Reflect
 Document Evidence
 Analyze Evidence
 Determine Characteristics of Effective Feedback
 Provide Effective Feedback
 Reflect
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Leading Formative Instructional Practices
Learning Targets
 Know how to ensure learning targets are clear to teachers and
students.
 Know how to collect and document accurate formative evidence
of learning.
 Know how to use methods of assessment formatively in
order to analyze evidence of student learning.
 Understand what makes feedback effective.
 Know how to provide effective feedback.
Review each target. Underline, circle, and/or
make notes to set your personal learning targets.
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How do Formative Instructional
Practices connect to Leader Keys,
Teacher Keys, CCRPI, …?
Teacher Keys
Effectiveness System
Leader Keys
Effectiveness System
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Performance Standard 5: Assessment Strategies
The teacher systematically chooses a
variety of diagnostic, formative, and
summative assessment strategies and
instruments that are valid and
appropriate for the content and
student population.
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Performance Standard 6: Assessment Uses
The teacher systematically gathers,
analyzes, and uses relevant data to
measure student progress, to inform
instructional content and delivery
methods, and to provide timely and
constructive feedback to both students
and parents.
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Performance Standard 4: Differentiated
Instruction
The teacher challenges and supports each
student’s learning by providing appropriate
content and developing skills which address
individual learning differences.
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Accurate Assessment
Why Assess?
What’s the purpose?
Who will use the results?
Assess What?
What are the learning targets?
Are they clear?
Are they good?
Assess How?
What method?
Written well?
Sampled how?
Avoid bias how?
Students are
users, too.
Communicate How?
How manage information?
Students track
How report?
progress and
communicate, too.
Be sure students
understand
targets, too.
Students can
participate in
the process, too.
Effectively Used
Formative Instructional Practices
Key Terms Task
 Divide into two groups.
 Group 1 has the prompt/question.
 Group 2 has the answers.
 Number off group 2.
 In numerical order, group 2 members will read the
answer.
 Members in Group 1 will decide if he/she has the
question and will change to green cup to be recognized.
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Reflection
 How does an assessment blueprint/test
specification chart help ensure that the steps
for Collecting Accurate Formative Evidence
of Student Learning are followed?
 Discuss with a partner and be prepared to
explain to the group.
 Refer to Audit an Assessment for Clear learning
Targets (Download C, Module 3) as needed.
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Collecting Accurate Formative Evidence
of Student Learning
1. Deconstruct the
standard(s).
2. Set clear learning targets.
3. Determine learning
target types.
 Knowledge
 Reasoning
 Skill
 Product
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4. Determine assessment
method.




Selected Response
Extended Written Response
Performance
Personal Communication
5. Set appropriate sample
size.
6. Write/select high quality
items and rubrics.
7. Control for bias.
M3: Collecting and Documenting
Evidence of Student Learning
Know how to collect and document accurate formative evidence
of learning.
 A leader might say: “I’m sure that all the instructional materials used in our school are





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aligned to the new standards because the sales rep assured us of it.”
A coach might say: “The teachers I’m working with monitor learning by tracking
summative evidence only.”
A teacher might say: “With traditional paper and pencil assessments, I always include at
least one item where students have to write out an answer.”
A coach might say: “It is important that I help teachers with performance assessment this
year. If we work on tasks, we can work on rubrics down the road.”
A teacher might say: “I plan the questions I ask. It is not always in the best interest of
learning to just see where the classroom discussion goes.”
A teacher might say: “It is important to determine the sampling of items in advance.”
Coastal Plains RESA 2013-14
M3, Activity 1, p. 3.
Accurate Assessment
Why Assess?
What’s the purpose?
Who will use the results?
Assess What?
What are the learning targets?
Are they clear?
Are they good?
Assess How?
What method?
Written well?
Sampled how?
Avoid bias how?
Students are
users, too.
Communicate How?
How manage information?
Students track
How report?
progress and
communicate, too.
Be sure students
understand
targets, too.
Students can
participate in
the process, too.
Effectively Used
M4: Analyzing Evidence and Providing
Effective Feedback
Know how to use methods of assessment formatively in order to
analyze evidence of student learning.
 Analyzing Formally Documented Evidence, Activity 2,
p. 5-6.
 With a partner, examine the evidence recorded in the
chart and answer the discussion questions.
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M4: Analyzing Evidence and Providing
Effective Feedback
Understand what makes feedback effective.
 Download B
 How Am I Doing?
 Assessment and Student Success in a Differentiated Classroom
Groups of 3
1. Individually scan the three (3) texts.
2. Record characteristics of effective feedback, noting page
numbers.
3. Come to consensus on what makes feedback effective. List five
(5) important characteristics and record on chart paper.
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Which is effective? Why?
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M4: Analyzing Evidence and Providing
Effective Feedback
Know how to provide effective feedback.
 Analyzing Evidence and Providing Effective Feedback,
Activity 3, p. 7-8.
 With a partner, complete the exercises by pretending
you are the instructional coach. How would you
provide feedback to each teacher? Consider the tips in
the Success and Intervention Feedback Options table.
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Document and Analyze Evidence to
Provide Feedback
Why look at wrong answer
choices?
How does the organization of
the USA in the 1920s
assessment facilitate
documentation and feedback?
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Another Look at Documenting Evidence
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 Reflect on the assessment that you brought.
 Which standard?
 What is the learning target?
 LT type?
 Will you document? If so, how?
 What feedback will you give?
 Does this assessment move learning forward? How?
 Share.
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Implementing Formative Instructional
Practices Learning Targets
Reflect and record evidence of your progress
toward analyzing evidence of student learning
and providing effective feedback.
What changes would you like to see in teacher
actions? in student actions?
What questions do you still have about implementing
formative assessment practices in your classroom?
What processes must be in place in your classroom,
grade level, and/or school for FIP to work well?
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Assignment
Please bring on to the next session.
 Formative assessments with teacher
feedback to students
 Be prepared to share how formative
assessment evidence was used to adjust
instruction.
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Resources at
cpresa.org
jbaxter@cpresa.org
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Resources at
http://www.gadoe.org/Curriculum-Instruction-andAssessment/Assessment/Pages/GeorgiaFIP.aspx
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Resources at FIP Portal
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Resources
Chappuis, Jan. Seven Strategies for Assessment for Learning.
Stiggins, Rick. Classroom Assessment for Student Learning.
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Research Base
 Chappuis, Jan. Seven Strategies for Assessment for Learning.
 Chappuis, Jan. How Am I Doing?
 DuFour, Richard. Leaders of Learning.
 Marzano, Robert. School Leadership ThatWorks.
 Moss, Connie M. KnowingYour Learning Target.
 Schmoker, Mike. Results Now.
 Stiggins, Rick. Classroom Assessment for Student Learning.
 Tomlinson, Carol Ann. Assessment and Student Success in a
Differentiated Classroom.
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Coastal Plains RESA